Cultural Diversity in Secondary School: The Response to Immigrant Students in Spain from a Counselling Perspective

Autor/inn/en	González-Falcón, Inmaculada; Coronel-Llamas, José Manuel; Dusi, Paola; Toscano-Cruz, María de la O.
Titel	Cultural Diversity in Secondary School: The Response to Immigrant Students in Spain from a Counselling Perspective
Quelle	In: British Journal of Guidance & Counselling, 51 (2023) 5, S.804-819 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (González-Falcón, Inmaculada) ORCID (Coronel-Llamas, José Manuel) ORCID (Dusi, Paola) ORCID (Toscano-Cruz, María de la O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2022.2080804
Schlagwörter	Foreign Countries; Secondary Schools; Student Diversity; Immigrants; School Counseling; School Counselors; Counselor Attitudes; Spain + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; Immigrant; Immigrantin; Immigranten; School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Spanien
Abstract	Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors, who are key professionals attending to immigrant pupils. Through the use of qualitative research techniques (semi-structured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01